Notice bibliographique
Résumé
George Fallis' examination of the plight of the large, Anglo-American, research-intensive universities has recently been reprinted in paperback making it more accessible to many of us who should be reading it.As Fallis notes, most of us in the academic community are "remarkably poorly read" about what is driving the world of the multiversity and what lies in store for us.In Multiversities, Ideas, and Democracy, he sets out what he takes to be the most salient ideas that have shaped universities over time and then posits five characteristics of our age that are transforming the multiversity.His cri de coeur is that the emerging idea of the multiversity as an explicit service to the economy will so radically change the function of the multiversity that its critical function as an institution of democracy will wither.As members of the academy, whether as presidents, provosts, deans, or faculty members, we share the responsibility for ensuring that doesn't happen.Five years after it was first published, the book is still essential reading, though not all of us will find all parts of it of equal interest.Fallis's history of various ideas of universities that have been at play over the years, though, is helpful in understanding the tension between the teaching (particularly undergraduate teaching) and research functions that causes so much stress for us both individually and institutionally today.It also helps us understand why we should all care about the plight of the social sciences and humanities, whether we are in arts, science, or professional faculties.However, our interest in his discussions of the five characteristics of our age that he is most worried about-the constrained welfare state, information technology, postmodernism, globalization, and commercialization of research-will vary, depending on how much we already know about these issues.In skimming through these sections, it is important not to miss his real point: to expose the impact those forces have been having on our universities.What makes his analysis compelling reading, though, is his conclusion that we need to make serving democracy an explicit part of the multiversity's mission and his subsequent discussion of the implications for us as academics if that were to happen.While Fallis is disinclined to present the alternative as a "doom and gloom" scenario, he is gravely concerned that something fundamental is threatening to transform the multiuniversity and its role in society, that it is suffering a drift in mission toward becoming an instrument of the economy, putting our inheritance at risk.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».